BULLYING VICTIMS

Bullying has been a problem in many schools for a long time, but these days there are more and more projects to stop bullying.

Bullying can take many forms : insults, mocking, physical violence, excluding people or forcing them to give money to the bully. A recent form is bullying by text messaging. In a recent survey of 11-to-19-year-olds in the UK, 14 per cent said they had been bullied by text. It’s particularly difficult to combat because many victims don’t know who is sending the messages. Another new use of phones for bullying is taking embarrassing photos with mobile phones and sending them to other people.

European and North American schools are trying many different systems to combat bullying.

MediationPupils volunteer to be mediators. The pupils who are being bullied can talk to them, and the mediators organise meetings with the bullies and try to resolve the problems.

Mentor or Buddy SystemsIn some schools, the other pupils are mentors for all younger pupils. Pauline explains : « I was being bullied, and a teacher suggested that I talk to Marie, an older pupil, because she could understand. She told me about problems she had and we talked about ways I could try to stop the bullying ».

Anti-bullying wristbandsWhen a UK radio station started an anti-bullying campaign last year, they asked people to wear blue wristbands that said « Beat Bullying ». The Schools Minister said :  « Wearing the band shows you won’t tolerate bullying and it shows victims of bullying that they’re not alone ». The campaign was so popular, the radio station sent out one million wristbands in a few weeks.

RecommandationsThe biggest messages of all bullying experts are : Talk to someone about your problems (to a parent, a friend, a teacher or an anonymous phone help

line) Don’t carry valuable possessions. But if your bullies are after something you have, give it up. Safety

is more important than possessions. Develop a hobby or a sport. It will give you self-confidence. Practise saying “ NO” firmly. Never walk home on your own. Try to get a friend to accompany you.

And do remember! Bullying is not your fault.

Adapted from Easy Going, September 2005

WORD BOX :

Survey : sondageWay : manièreTo send out: envoyerHelp line : service d’assistance téléphonique

I- COMPREHENSION ECRITE

A. GLOBAL READING

* What kind of document is it ?The document is a text. There are also 6 pictures.* Where was it taken from ?The text was taken from « Easy Going »* How many paragraphs are there ?There are 6 paragraphs*

B- DETAILED READING

1. What are the different forms of bullying?

Insults, mocking, physical violence, forcing people to give money, excluding people, sending nasty text messages, taking embarrassing photos and sending them on the internet.

2. What are the different solutions and who is in charge of the problem? Fill in the grid:

NAME OF THE PERSON ACTIONS WHY IT IS A GOOD IDEA

MediatorHe organises meetings with the bullies and try to resolve the problems

It is easier for kids to speak to another kid than to an adult

Mentor or BuddyThe older pupils help the young pupils when they need help.

It is easier to talk about your problems with an older kid.

Another solution: an object

- what it is: a wristband- what it says: Beat Bullying- Its colour: blue- Who had the idea first: a UK radio station- It was a success: yes no

Give details: 1 million wristbands were sent in a few weeks.

3. Find the English equivalent for:

* ces jours-ci : …………………………………………………………………….

* qui envoie les messages: ……………………………………………………..* peuvent leur parler : ……………………………………………………………..

4. Find the French equivalent for :

* the Schools Minister: ………………………………………………………….. * the campaign was so popular: ………………………………………………… * they’re not alone: ………………………………………………………………

5. Say if the following statements are RIGHT or WRONG. Justify with the text.

a. The 14 per cent who said they had been bullied by text are teenagers.………………………………………………………………………………..b. Pauline’s mother told her to talk to Marie.…………………………………………………………………………………c. When you’re victim of bullying, you should remain silent.…………………………………………………………………………………d. You should always go home with a friend.………………………………………………………………………………..

II- GRAMMAR

1. Relisez la dernière partie et dites à qui elle s’adresse.

Elle s’adresse directement au lecteur, victime potentielle de violences. Il s’agit d’une série de conseils.

Quel est le mode employé ? Le présent de l’impératif

2. Relevez les verbes de ce mode. ………………………………………………………………………………………………………………………………………………………………………………

3. Repérez les verbes qui ont un sens négatif. Quelles sont les deux manières d’exprimer la négation ?

DON’T + BV ex : Don’t carryNEVER + BV ex : Never walk home

4. Lisez la dernière ligne. A quoi sert le « do » ici ?

Il sert à insister sur l’importance de ce qui est dit. Il est une forme positive d’insistance.

5. Complétez la règle de grammaire suivante :

On utilise l’impératif pour donner des ordres ou des consignes, faire des recommandations ou interdire quelque chose à une ou plusieurs personnes.

Il se construit avec la base verbale :

Ex : Keep quiet ! = sois sage ! Go out ! = sors !

Pour interdire quelque chose, on rajoute l’auxiliaire « do » à la forme négative

Ex : Don’t speak like that ! = Ne parle pas comme ça! Don’t look at me ! = Ne me regarde pas!

Pour insister, on rajoute « do » :

Ex : Do tell me, please = Dis-le moi donc, s’il te plait

Quand on s’implique dans l’action, on utilise « Let’s  + BV »

Ex : Let’s go to the cinema ! = Allons au cinéma ! (moi inclus )

Pour atténuer un ordre, une consigne ou une recommandation, et les transformer en conseil, on utilise le modal « should » [traduit par le verbe « devoir »]

Ex : Post your letter today! devient You should post your letter today (Poste ta lettre aujourd’hui) (Tu devrais poster ta lettre aujourd’hui)

Ex2 : You shouldn’t eat that meat. Tu ne devrais pas manger cette viande

III/ EXERCISES

1. Complétez avec «   Ø   », «do   », «   don’t   », «   let’s   », ou «   should   » .

a. Ok! Lucy’s ready. ………………. go now!b. You ……………… stop reading that book. It’s time for bed.c. ………………come and see me when you come to France. I’d really love

you to.d. I’m fed up with this program. ………………. turn off the TV!e. ………………….tell me the story. You promised not to tell anyone.

2. Rédigez une consigne positive en accord avec la situation :

a. The teacher wants you to open your copybooks. He says: ……………………………………………………………….……………………b. Your friend wants his pen back. She says: ……………………………………………………………………………………

3. Rédigez une consigne négative en accord avec la situation :

a. A bully is laughing at a new girl. You say:

……………………………………………..………………………………….

b. Your friend looks very worried. You say: …………………………………………………………………………………

EXERCISES : Go on practising   !

1. Kathleen fait des choses qu’elle ne devrait pas faire. Donnez lui votre avis en utilisant «   should   » ou «   shouldn’t   ».

Ex: She’s wearing lots of jewellery = She shouldn’t wear jewellery

a. She’s crying, which encourages bullies.…………………………………………………………………………………b. She speaks to the bullies.…………………………………………………………………………………a. A sport or a hobby can give self-confidence but Kathleen doesn’t do

anything.…………………………………………………………………………………b. She never talks about her problems with other people.…………………………………………………………………………………

2. Complétez avec “never”, “always” ou “only” .

a. ….…………. call someone “Sir” if you are serving him in a restaurant.b. ………………park your car in a no-parking space.c. ………………. make long conversation with people you know.

3. Traduisez en anglais .

a. Ne lui parle pas.…………………………………………………………………………………b. Dis-moi toujours bonjour quand tu rentres.…………………………………………………………………………………c. Tu devrais faire du sport.…………………………………………………………………………………d. Allons au cinéma.…………………………………………………………………………………e. Ne dis jamais au revoir.…………………………………………………………………………………f. Elle ne devrait pas aller se coucher si tard.………………………………………………………………………………….

BULLYING VICTIMS

I- COMPREHENSION ECRITE

A. GLOBAL READING

* What kind of document is it ?…………………………………………………………………………………………………..* Where was it taken from ?………………………………………………………………………………………………….* How many paragraphs are there ?………………………………………………………………………………………………….

B- DETAILED READING

1. What are the different forms of bullying?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………2. What are the different solutions and who is in charge of the problem? Fill in the grid:

NAME OF THE PERSON ACTIONS WHY IT IS A GOOD IDEA

………………………….……………………………………………..…………………………………………….……………………………………………..…………………………………………….

…………………………………………...………………………………………….………………………………………….…………………………………………..

…………………………..………………………………….………….……………………………………………..…………………………………………….…………………………………………….

………………………………………….………………………………………….…………………………………………………………………………………….

Another solution: an object

- what it is: ………………………………………………………………………………………..- what it says: ……………………………………………………………………………………..- Its colour: ……………………………………………………………………………………….- Who had the idea first: …………………………………………………………………………- It was a success: yes no

Give details: ……………………………………………………………………………………..

3. Find the English equivalent for:

* ces jours-ci : ………………………………………………………………………..* qui envoie les messages: ……………………………………………………………* peuvent leur parler : …………………………………………………………………

4. Find the French equivalent for :

* the Schools Minister: ………………………………………………………….. * the campaign was so popular: ………………………………………………… * they’re not alone: ………………………………………………………………

5. Say if the following statements are RIGHT or WRONG. Justify with the text.

a. The 14 per cent who said they had been bullied by text are teenagers.………………………………………………………………………………..b. Pauline’s mother told her to talk to Marie.…………………………………………………………………………………

c. When you’re victim of bullying, you should remain silent.…………………………………………………………………………………d. You should always go home with a friend.……………………………………………………………………………

II- GRAMMAR

1. Relisez la dernière partie et dites à qui elle s’adresse.………………………………………………………………………………………………………..……………………………………………………………………………………………………….Quel est le mode employé ? ……………………………………………………………………….

2. Relevez les verbes de ce mode. ……..…………………………………………………………………………………………………………………………………………………………………….

3. Repérez les verbes qui ont un sens négatif. Quelles sont les deux manières d’exprimer la négation ?

………………………………….. Ex : ……………………………………………………… ………………………………… Ex : ……………………………………………………….

4. Lisez la dernière ligne. A quoi sert le « do » ici ?……………………………………………………………………………………………………….

5. Complétez la règle de grammaire suivante  :

On utilise………………………pour donner des ………………….. ou des …………………, faire des recommandations ou ………………… quelque chose à une ou plusieurs personnes.

Il se construit avec la base verbale : Ex : Keep quiet ! = sois sage ! Go out ! = sors !

Pour interdire quelque chose, on rajoute l’auxiliaire « do » à la forme négative ( don’t )

Ex : Don’t speak like that ! = Ne parle pas comme ça! Don’t look at me ! = Ne me regarde pas!

Pour insister, on rajoute « do » :

Ex : Do tell me, please = Dis-le moi donc, s’il te plait

Quand on s’implique dans l’action, on utilise « Let’s  + BV »

Ex : Let’s go to the cinema ! = Allons au cinéma ! (moi inclus )

Pour atténuer un ordre, une consigne ou une recommandation, et les transformer en conseil, on utilise le modal « should » [traduit par le verbe « devoir »]

Ex : Post your letter today! devient You should post your letter today (Poste ta lettre aujourd’hui) (Tu devrais poster ta lettre aujourd’hui)

Ex2 : You shouldn’t eat that meat. Tu ne devrais pas manger cette viande

III/ EXERCISES

1. Complétez avec «   Ø   », «do   », «   don’t   », «   let’s   », ou «   should   » .

a. Ok! Lucy’s ready. ………………. go now!b. You ……………… stop reading that book. It’s time for bed.c. ………………come and see me when you come to France. I’d really love you to.

d. I’m fed up with this program. ………………. turn off the TV!e. ………………….tell me the story. You promised not to tell anyone.

2. Rédigez une consigne positive en accord avec la situation :

a. The teacher wants you to open your copybooks. He says: ………………………………………………………………………….……………………b. Your friend wants his pen back. She says: ………………………………………………………………………………………………

3. Rédigez une consigne négative en accord avec la situation :

a. A bully is laughing at a new girl. You say: ……………..……………………………………………..………………………………….

b. Your friend looks very worried. You say: …………………………………………………………………………………………………

EXERCISES : Go on practising   !

1. Kathleen fait des choses qu’elle ne devrait pas faire. Donnez lui votre avis en utilisant «   should   » ou «   shouldn’t   ».

Ex: She’s wearing lots of jewellery = She shouldn’t wear jewellery

a. She’s crying, which encourages bullies.…………………………………………………………………………………b. She speaks to the bullies.…………………………………………………………………………………c. A sport or a hobby can give self-confidence but Kathleen doesn’t do anything.…………………………………………………………………………………d. She never talks about her problems with other people.…………………………………………………………………………………

2. Complétez avec “never”, “always” ou “only”.

a. ….…………. call someone “Sir” if you are serving him in a restaurant.b. ………………park your car in a no-parking space.c. ………………. make long conversation with people you know.

3. Traduisez en anglais.

a. Ne lui parle pas.…………………………………………………………………………………b. Dis-moi toujours bonjour quand tu rentres.…………………………………………………………………………………c. Tu devrais faire du sport.…………………………………………………………………………………d. Allons au cinéma.…………………………………………………………………………………e. Ne dis jamais au revoir.…………………………………………………………………………………f. Elle ne devrait pas aller se coucher si tard.………………………………………………………………………………….

BULLYING VICTIMS

Objectif communicationnel : savoir donner des ordres, demander quelque chose à quelqu’un de façon appuyée ou plus souple.

Objectif grammatical : Impératif : forme positive & négativeShould : modal Premier contact avec le prétéritUtilisation d’adverbes « never », « always », « only »

Objectif culturel: Uniformes dans les établissements scolaires anglais. Problème de violence.

Anticipation

Describe the picture.

In the picture I can see four characters [ four boys ]. They may be at school or in the street.

The boy in the middle is smaller than the others. [He’s wearing a blue shirt, a white trousers, and trainers.] He looks afraid/ scared, worried, sad, nervous. He is trapped because the three other boys are surrounding him. [They are wearing jeans, trainers and shirts, except the boy on the left who has got a red blouson. The boy in the middle is wearing a checked shirt.]

They probably want to scare the small boy, to rob him of his money or his clothes. They are bullying him.

WORD BOX:

They may be at school: il se peut qu’ils soient à l’écoleTo look + adjective = avoir l’air + adjectifScared / afraid = effrayéUpset = contrarié, bouleverséWorried: inquietTo be trapped: être piégéTo surround = entourerChecked = à carreauxTo want to: vouloir + verbeTo scare = effrayer, faire peurTo rob somebody of something = voler quelque chose à quelqu’un